This volume presents a compilation of approaches, theory, processes, and experiences for teachers of writing and, by extension, student writers at all levels. The following mixture of theory and consistent applications amply answer this criticism and provide a generous blend of cognitive, metacognitive and affective realms of creativity as well as the basic bones teaching advice on matters concrete and organic. Inspired by Edward Fry's "Ten Best Ideas for Reading Teachers" (1991), an invitation was sent to well over one hundred university and community college English teachers, educational theorists, professors, writing center directors, and editors during the 2003-04 academic year. The list was culled by searching bibliographies of current English and pedagogical journals. Each contributor was asked to generate a personal, ten-item list of ideas on theory and strategic approaches. Basic guiding questions for the exercise were these: "What do good writers do?"; "How does one become a better writer?"; and "From what we have learned in the past twenty years, how do we best teach writing." The only format constraint for contributors was to attach the numerals 1 through 10 to their ideas. One of the desired outcomes in the production of this monograph was to provide a bridge across the thinking that often separates "teacher" and "learner," so as the project unfolded, ideas appealing to teachers directly (theory and pedagogy) or specific approaches addressing the task of writing generally were neither discouraged nor viewed as mutually exclusive. The common denominator remained: readers are invited to explore and carve out those aspects they find the most useful, provocative, or stimulating. A second desired end is to stimulate learning and conversations about what writers do, and, moreover to question, test, and discuss issues related to the teaching of writing. (Contains an index.)

plus-circle Add Review

comment

Reviews